Enabling Inquiry Learning in Fixed-Schedule Libraries: An Evidence-Based Approach

Enabling Inquiry Learning in Fixed-Schedule Libraries: An Evidence-Based Approach

Stubeck, Carole J. Knowledge Quest; Chicago Vol. 43, Iss 3, (Jan/Feb 2015): 28-34

Summary: Libraries often adhere to a fixed schedule for class lessons and classroom room teachers are provided prep time or grade level professional learning community time. This supports the learner in a minor way and often supports for instructional development is missing.  Working with fixed schedules limits time for an important teacher to teacher collaboration and slashes the time needed to build inquiry-based studies. As a result, it creates challenges for the teacher librarian. The author addresses one middle school librarian’s efforts to create collaboration and collaborative lessons while on a fixed schedule. Some solutions are offered. She creates a strong argument that small measures should be taken to ensure learner-driven project learning in our school libraries.

Evaluation: The fixed schedule model, where students are cycled through the library or tech area without a core teacher, often creates low expectations. Often open library hours are limited, and there are strict procedures based on class management concerns. The alternative, flex time, as we like to say, benefits the community as a whole and is more reflective of what libraries aim to do, provide access. With time to co-teach units and direct research, the school will develop fluid use of a librarian's skills and all will benefit. To reach this goal the teachers need to be part of the selection process during the school year. The our collection development will support core curriculum.

Understanding the text genre preferences of third-grade readers.

Gallo, G. & Ness, M. K. (2013). Understanding the text genre preferences of third-grade readers. Journal of Language and Literacy Education [Online], 9(2), 110-130. Available at http://jolle.coe.uga.edu/

Summary: Many have reported that reading success stems from curiosity, enjoyment, and interest.  With an eye towards reading success, building stamina and making personal connections to subject matter the authors use a study of 78 students to explain the importance of teaching reading with informational text. They monitor daily instruction, attitudes, and preferences between fiction and non-fiction. Then the study compares students' self-report against actual reading during Relax and Read programs in 3rd-grade classrooms. Most often students expressed their preference in selecting non-fictional text because the topic was already important to them.  Across the board, students demonstrated a preference and familiarity for fictional text more often than the other.  The review also sheds light on the importance of this genre by stating, "More specifically, through exposure to informational text, children built their background knowledge of the works and of domain-specific topics".

Evaluation: This study reminds me of our role as librarians, to support a learners "entry point" into a genre. Students interest may change but we can support learning success and positive reading habits by incorporating informational text into our daily routines.  Additionally, with more exposure to media and social media sharing, non-fictional stories may be shaping the learning of "domain-specific topics" in a way we have never seen before. Collections management needs are shifting to more informational text.

Chapter 3: Curation in public libraries

Tammy Ross

Valenza, J. K., Boyer, B. L., & Curtis, D. (2014). Chapter 3: Curation in public libraries. Library Technology Reports, 50(7), 18-26.

Summary

This article presents Q&A style interviews with three public librarians: Billy Parrot of the New York Public Library, and Amy Sonnie and Meredith Sires of Oakland Public Library. Both interviews reveal how social media curation, using channels such as Pinterest and Instagram, can help libraries promote areas of their collections and engage their user communities.

Billy Parrot runs NYPL’s Instagram page and maintains thematic Pinterest boards that promote the library’s Picture Collection, a traditional print collection of postcards, photographs, magazine clippings and other nostalgic images organized by subject headings. Some of Parrot’s thematic Pinterest boards promote items within the Picture Collection that connect to history and pop culture, such as the TV shows Mad Men and Downton Abbey. For example, Mad Men character Sally Draper’s Reading List ultimately links back to items in the library’s collection. “I like defining curation as the retelling of a story, maybe a visual story,” Parrot says. “From a curatorial standpoint, taking one subject and seeing it through different divisions, looking at books and music and films, rounds out a subject and gives you a more detailed picture” (p. 19). By connecting users to the library -- users who may come to the library and those who don’t -- the library is able to promote its collections. Parrot says tools such as Pinterest and Instagram make libraries more aware of the “possible audience” (p. 21). More than anything, though, Parrot says this type of digital curation is fun.

Amy Sonnie and Meredith Sires use social media to promote Oakland Public Library’s TeenZone. Digital curation allows them to “share materials in a more immediate, interactive and visually appealing way” (p. 22). In addition, they add, using Pinterest enables them to highlight services and items in the collection without having to update the website, which often involves cutting through layers of bureaucracy. “Pinterest allows us to be both dynamic and responsive to new ideas,” Sonnie states (p. 25). Sires notes that social media tools like Pinterest enable librarians to learn from each other and collaborate.

Evaluation

I enjoyed the conversational Q&A format of this article. It seemed like the librarians interviewed were talking directly to me. If I were a librarian, I would definitely experiment with social media as a way to connect patrons to the library’s collection, programs and services. It’s always fun when people connect on social media over things that interest them. It makes sense that librarians use social media tools to generate engagement and interest in all the library’s collections have to offer. This is one area where the library I am studying needs to improve.

Brenna Smith

Tait, E., Vo-Tran, H., Mercieca, P., & Reynolds, S. (2019). Don't worry, a school library with fewer books and more technology is good for today's students. Retrieved from https://theconversation.com/dont-worry-a-school-library-with-fewer-books-and-more-technology-is-good-for-todays-students-114356?

Summary: In the article published by The Conversation, Tait, Vo-Tran, Mercieca, & Reynolds focus on an all girl's school in Melbourne that sparked a lot of attention through social media by creating a "technology focused center." Many were upset because they assumed that the Melbourne school had completely done away with checking our print books, but this was not the case. The principal argued that she believed in creating a "Learning Center" where the staff continues to provide library services but also offers "discussions with students to encourage creative thinking."
This article also reiterates what we as librarians already know, and that we are constantly changing the way we support patrons as quickly as our society shifts. That "library professionals have been at the forefront of embracing technology: from establishing the first computer labs in schools in the 1980's through to working with students and teachers to use new technologies such as 3D printing, robotics, gaming and recording suites in learning and creativity." With the vast amount of online information and new technologies, they will not be absorbed or used properly without the guidance of a librarian.  

Evaluation: I felt that a significant piece of this article was when the principal defended her decision to restructure the library by calling it a Learning Center. As we have been studying throughout this quarter, libraries can no longer consist of collections of print books. To help today's student be successful for the future, we have to make sure that the library and its staff are integrating technology and project based learning activities into each visit.

Getting Started with AR/VR Mixed Reality

Ishizuka, K. (2019). Get Started With AR/VR/Mixed Reality. SLJ Webcasts.

    Retrieved from https://www.slj.com/?subpage=Events&eventtype=webcasts

In this fifty minute webcast, AR/VR Mixed Reality tools, resources, digital forums, and curriculum-aligned lessons are discussed.

AR/VR (Augmented Reality/Virtual Reality) is a not-so-new tool that is increasingly gaining steam in the educational setting. With the introduction of affordable tools and curriculum aligned content, libraries are becoming the hub for offering AR/VR. One of the speakers, Aditya Vishwanath, Ph.D student at Stanford University, has found that with AR/VR student engagement is increasing in content-related lessons. Through VR/AR students are asking higher level questions that focus on the "why" instead of the "how." With inquiry-based learning and increased critical thinking, students are gaining knowledge and experiencing content while immersing themselves in the curriculum. AR/VR is a resource that will expand collections, make connections, and open doors for people to experience the world through their school or public library.

Embracing Ebooks : Acquisition and Collection Development Landscape in Philippine Academic Libraries

Sexton, Rachael

Janice D.C. Peñaflor, & Justina Garcia. (2017). Embracing Ebooks : Acquisition and Collection Development Landscape in Philippine Academic Libraries. Journal of Educational Media & Library Sciences, 54(2), 221-232.

Academic libraries became early adopters of e-books.  Some libraries are adopting an approach that prioritizes e-books over physical books.  Philippine academic libraries are also embracing e-books.  This article focuses on acquisition and not on evaluating the collection based on e-book usage.  The authors got their information from a 9-question survey.  Of the 39 Universities sent the survey, 27 responded.  Some of the Universities, amounting to 30%, did not have any e-books.  Another 37% had less than 100 e-book titles.  Libraries need to revise their collection development policy to include e-books.  Among the libraries surveyed, 32% had not added e-books to their collection development policy.  There are matters of budget to be considered as some e-books cost more than their print counterparts.  Over half of the respondents said that 5% of their budget went towards e-books.  Finding the right acquisition model can be challenging.  Less than half of the libraries said that they prefer choosing title by title versus buying packages.  Perpetual access to the e-books was favored by 63% of the libraries.  Consortia help to improve the pricing and simplify business relationships.  Libraries in the Philippines are practicing being a part of consortia.  However, almost 80% of libraries in the Philippines are not part of a consortia.  The major deterrent for not acquiring e-books is that it requires good internet connection.  A lack of standard file format is also a hindrance. 

Evaluation:  This was an interesting article about the current state of e-books and libraries in the Philippines.  The most surprising thing to me was the fact that only 5% of their budget was spent on e-books.  That seems like a small percentage to me.  This article would definitely be useful for other countries just starting out in acquiring e-books. 

Weed ’em and reap: The art of weeding to avoid criticism

Tammy Ross

Allen, M. (2010). Weed ’em and reap: The art of weeding to avoid criticism. Library Media Connection, 28(6), 32-33.

Summary

Although my focus this semester has been on public library collection management, I was interested in reading an article about collection management in schools. In this article, Melissa Allen points out that the library is “the largest classroom in the school providing service to every student and every teacher in all curricular areas” (p. 32). She compares weeding the library collection to weeding a garden. Just as flowers can’t flourish when surrounded by weeds, students can become overwhelmed by outdated information or overcrowding on library shelves. As a result, their ability to efficiently locate quality resources is hindered. Allen reminds the reader that school curriculum is frequently revised; therefore, the library collection should also be in “a continuous state of change” (p. 32). Weeding should not be a project taken on every 10 years; rather, it should be an ongoing process that sees librarians weeding small sections at a time throughout the year. Allen identifies four main reasons for weeding: 1) space constraints, 2) creating an uncluttered library helps patrons find what they’re looking for more easily, 3) patrons want attractive, clean books in good condition, and 4) collections not weeded often can “contain unacceptable stereotypes and misinformation” (p. 32). Allen created the acronym MUSTY as the criteria for weeding:

M: Misleading/inaccurate
U: Ugly or worn beyond mending/rebinding
S: Superseded by newer edition or better book
T: Trivial with no real value
Y: Your collection has no use for this material; it’s irrelevant to the needs of users

Allen urges librarians to examine career materials, computer/technology instruction books, encyclopedias, atlases, and reference books (which become outdated every five years) and any other titles that imply currency but are older than seven years. Any of these items that heavily circulate will need to be replaced (p. 33)

To avoid criticism that sometimes comes when a library throws away what others deem to be “perfectly good books,” Allen provides creative suggestions for what to do with weeded books. After they’ve been deleted from the library’s catalog, they can be cut up and used for class projects; turned into scrapbooks, jewelry boxes or memory books; or donated to organizations that sell donated books for charity or ship them to less fortunate countries.

Evaluation

I liked that this article addresses ways to combat criticism. I am someone who frequently weeds clothes from my wardrobe that I no longer wear or that have become worn or faded. I bag them up to give my mother for the church thrift store, and when she goes through them she sometimes questions why I am giving away a perfectly good sweater or pair of pants. Now I tell her up front that anything in there is worn or no longer fits and she’s less likely to raise an eyebrow. Allen suggests a similar proactive approach in that libraries should publish their mission statement, selection and weeding policies, collection stats (such as average age and number of resources per students), and any other information that can stress the positives of weeding.